Tracey Clancy, RN, MN, PhD(c)
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Associate Professor (Teaching)
Faculty of Nursing
Associate Dean, Curriculum Development & Program Evaluation (interim)
Faculty of Nursing
Doctor of Philosophy Nursing, University of Victoria, 2022
MN Nursing, University of Calgary, 2008
BN Nursing, University of Calgary, 1996
Dr. Tracey Clancy is a tenured, associate professor teaching within the Faculty of Nursing, University of Calgary. She is currently the Assistant Dean of Faculty Development. Tracey has been teaching students in clinical practice since 1996, and joined the faculty as a full time instructor in 2008. She is an inaugural member of the Teaching Academy at UCalgary’s Taylor Institute for Teaching and Learning. Her research interests include nursing's disciplinary perspective, curriculum development, educational leadership, meaningful work, peer mentorship, co-teaching, teaching presence, authentic learning and self-authorship. Tracey’s practice experience is in oncology, hematology, bone marrow and stem cell transplant, in addition to an advanced nursing practice role within the Advanced Vascular Access Service at the Foothills Medical Center. She serves with the Alberta Children’s Hospital as a parent volunteer. Tracey completed her PhD in nursing from the School of Nursing within the Faculty of Human and Social Development at the University of Victoria. Her dissertation is entitled, Teaching Nursing as a Complex Emergent Discipline. Tracey was chosen as the 2022/2023 Fellow of the Center for Nursing Philosophy at the University of California Irvine.She earned her Master of Nursing from the University of Calgary in 2008 with a focus on transitioning into clinical teaching. She received her Bachelor of Nursing in 1996 from the University of Calgary, having completed her nursing diploma from the Foothills School of Nursing in Calgary in 1988.
Areas of Research
PhD Research - Teaching Nursing as a Complex, Emergent Discipline
My goal with this inquiry was to seek the meaning of teaching nursing from within the discipline, aligning pedagogy with what it means to become a nurse in addition to revealing what nursing is as an embodied practice and how it should be taught. I utilized Max van Manen’s hermeneutic phenomenological human science research approach as the methodology for the analysis of this research. Five registered nurse educators with more than ten years’ experience teaching undergraduate and/or graduate students, dedicated to the notion that there is a disciplinary perspective that supports nursing research, education, and practice, and who have engaged in philosophical reflection of nursing’s disciplinary perspective participated in the study.
Relationality, becoming, and trusting were foundational concepts underpinning teaching practice as revealed within the lived experience of these nurse educators. Relationality was manifest as an embodied exchange within the dynamic and emergent nature of experience with oneself, with another, and with knowledge itself. Becoming was revealed through the lens of a process orientation. Articulating learning nursing through a process of becoming means fostering learning through embracing paradoxical and dialectical thinking and supporting students to engage in learning nursing as a process of navigating complexity, uncertainty, indeterminacy, difference, and paradox that characterize nursing practice. Participants shared that the invisible nature of a process orientation requires trusting learning as an ever-renewing relational process. The meaning of teaching nursing was revealed as a complex emergent discipline.
Debriefing active learning experiences may enhance metacognition in undergraduate nursing students. Active learning, a key learning methodology in undergraduate education used in the Faculty of Nursing is characterized as experiential and student centered. The learning associated with these activities is incomplete without effective debriefing. Debriefing is a tool that facilitates the transformation of experience into learning through reflection1. Debriefing active learning experiences has been variable, and when present, has not involved a consistent framework. In the absence of effective debriefing, students are not prompted to reflect on their thinking, and we hypothesize that this prevents them from developing a deeper understanding of how they learn from the experience.
Thinking about thinking, or developing skills in metacognition is an important consideration for any profession. It is important for nursing students to develop skills in metacognition to cultivate an awareness of how they monitor and regulate reasoning, comprehension, and problem solving, all of which foster critical thinking and inform safe and effective practice. Research evidence indicates that metacognition is a teachable skill11, 12. There is some evidence to suggest a link between debriefing active learning experiences and metacognition2, but we are curious to explore this relationship.
The focus of the study will address the following questions;
- Does debriefing an educational escape room enhance metacognition in undergraduate nursing students as quantified using the Metacognitive Awareness Inventory compared to an educational escape room activity without debriefing?
- What is the influence of debriefing an experiential learning activity on students’ awareness of metacognition?
A mixed method research design will be employed to gather quantitative data related to knowledge and regulation of cognition using the Metacognitive Awareness Inventory8. Qualitative data related to debriefing and metacognition will be elicited from transcribed debriefing sessions with the intervention group. This research will reveal the link between debriefing and enhanced metacognition, and promote an awareness of engaging in pedagogical and learning approaches that foster metacognition and support students to think about their thinking in preparation for the complex reality of navigating real world challenges.
- Nursing Education Excellence (Tenured) Award, Canadian Association of Schools of Nursing (CASN). 2022
- Nominated for a 3M National Teaching Fellowship, University of Calgary . 2021
- Faculty of Nursing Pursuit of Excellence Graduate Teaching Award , Faculty of Nursing, University of Calgary . 2019
- Nominated for Faculty of Nursing Pursuit of Excellence Award for Outstanding Team, Faculty of Nursing, University of Calgary . 2019
- University of Victoria Graduate Award, University of Victoria Graduate Programs . 2018
- University of Victoria Graduate Fellowship , University of Victoria Graduate Programs. 2018
- Nominated for Faculty of Nursing Pursuit of Excellence Award for Outstanding Team, Faculty of Nursing, University of Calgary. 2017
- Awarded the University of Calgary Teaching Award for Team Teaching, 2014
- Nominated for Covenant Health Faculty of Nursing Teaching Excellence Award, 2013
- Nominated for Covenant Health Faculty of Nursing Teaching Excellence Award, 2012
- Nominated for a Teaching Excellence Award, 2011
- Teaching Excellence Award, 2010
- Nominated for Governor General’s Award for Academic Excellence, Faculty of Nursing, University of Calgary . 2008
- Paige Thompson; Tracey L Clancy; Carla Ferreira. Taylor Institute for Teaching and Learning, University of Calgary . 144-149. (2019)
- Lorelli Nowell; Tracey L Clancy; Michele DM Jacobsen; Georgina Freeman; Elizabeth Oddone Paolucci; Diane Lorenzetti; Liza Ann Karen Lorenzetti. (2018)
- Carla Ferreira; Nicole Zuban; Tracey L Clancy. Taylor Institute for Teaching and Learning, University of Calgary. 103-110. (2019)